Abstract
This study modelled the effect of teaching and assessment methods on the acquisition of 21st employability skills among 784 postgraduate and undergraduate students sampled from a public university, using the cross-sectional survey design. A self-administered questionnaire was used to collect data which was analyzed with Partial Least Square-Structural Equation Modelling (PLS-SEM). The study found that learner-centred pedagogy and summative assessment methods had a statistically significant relationship with employability skills. Furthermore, the learner-centred method significantly mediated the relationship between the teacher-centred method and employability skills; and summative assessment also significantly mediated the relationship between formative assessment and employability skills. It was recommended that assessment methods should shift away from long hours of sit-down examinations to a more practical progressive assessment with more scores and time to be able to equip graduates with employability skills.
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